Working with law students before they become 'baby sharks'
via Empirical Legal Studies: CELS 2019 Submission Deadline--Extended to June 28, 2019 (Midnight, Pacific Time) 21 JUNE 2019 CELS 2019 Submission Deadline--Extended to June 28, 2019 (Midnight, Pacific Time) Claremont McKenna College, led by conference co-organizers Eric Helland, David Bjerk, and Daniel Krauss, and the Society for Empirical Legal Studies (SELS) are pleased to announce …
I highly recommend the Institute for Law Teaching and Learning Conferences. If you are in the US (possibly for Law and Society), make the time to get to this one as well. The Institute for Law Teaching and Learning is proud to host a conference addressing the many ways that law professors and administrators are …
Continue reading Conferences | Institute for Law Teaching and Learning
The University of Perugia would like to invite streams and papers for the 2019 Critical Legal Conference. The event will take place between 12–14 September 2019. The deadline for submission of abstracts is the 15th of July. Theme: Alienation The 2019 Critical Legal Conference main theme will circle around the concept of “alienation”, a quite ambiguous word, …
Thursday, June 6 – Saturday, June 8 Washington, DC Whether you are about to begin your first semester of teaching or your fifth, this workshop provides an opportunity to consider your new career through your multiple roles as teacher, scholar, mentor, and institutional citizen. The conference is open to new and nearly-new law teachers, including …
Spacing and interleaving might sound like unusual pedagogical practices, but they might just be worth employing with your law students. In Want to Make Learning Stick? Make it Harder over on Age of Awareness at Medium, Nick Soderstrom argues for the adoption of some different techniques to improve learning outcomes. Spaced out... Cramming and long periods …
Continue reading Want to Make Learning Stick? Make it Harder – Age of Awareness – Medium
This is the first of a series of posts on theories of learning and teaching – specifically the concepts of formal or explicit curricula and informal, implicit or ‘hidden’ curricula. This post sets the scene and provides an overview of traditional theories of learning.
I recently had a conversation with another law teacher about teaching as entertainment. There is sometimes a suspicion that teachers that are engaging are teaching classes that are ‘content lite’ and that they lack the intellectual rigour of more traditionally delivered subjects.
This article though approaches the issue from a slightly different perspective. If a lecture is content rich but delivered in a dull monotone that lulls law students to sleep, is it teaching anything at all? Engaging teaching and intellectual content are not entirely separate objectives – they can both happen (and must happen) at the same time for teaching to be effective.
Professor Hal Wicke
Assistant Professor
Deputy Chair, Department of Speech and Communication
New York School of Career and Applied Studies, Touro College
henry.wicke@touro.edu
Many years ago, a math instructor asked me to help her with teaching style. She was concerned that she was not an interesting teacher to her students. At the time, I was head of the school’s arts program, responsible for the theatre courses and productions. I took her seriously and asked her what she wanted from my coaching. She said she was concerned that her explanations of how to do math problems were not interesting to the students. She wanted to know how she could be more exciting and charismatic.
I suggested that she might begin working on her breathing which was shallow and choppy. We worked on slowing down her breathing and emitting a sound which was low and continuous. Then I asked to explain a…
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